Lesson Plan

Teacher: Cameron Peppers

Subject Area: 11th grade U.S History
Unit Title: World War II
Lesson Title: United States entry into the war

Goals linked to Content Standards:

Instructional plans include:

measurable and explicit goals aligned to state content standards;

The student will be able to:

US.57 Examine President Roosevelts response to the rise of totalitarianism, including
the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter, and Lend-Lease.
US.58 Explain the reasons for American entry into World War II, including the attack on
Pearl Harbor.
US.59 Identify and locate on a map the Allied and Axis countries and the major theatres
of the war.
Materials/Resources Needed:

Computer, PowerPoint, projector, pen, paper, textbook, resources on Pearl Harbor, and a
map locating the Allied and Axis powers

Relevant Objective/Purpose:

Instructional plans include:

activities, materials, and assessments that:
o are aligned to state standards.
o are sequenced from basic to complex.

By the end of the lesson students will accomplish the following:

Students will be able to discuss the reasons behind the Unites States involvement in
World War II.
Students will be able to describe the Lend-lease act.
Students will be able to match speeches, treaties, acts and charters listed in this lesson to
the correct meaning.
Students will be able to name all the countries involved in World War II.
Instructional Grouping:

Students will work on the answer the questions on the board independently. The
questions are: Why did the US enter World War II? Which countries were the Axis
powers? Who was the President of the United States when they entered the war?
Then the students will get in groups of two or three and discuss the questions.
The teacher will choose groups to answer the questions.
If the students do not answer the correctly then the teacher will allow one other group to
try.
Then the teacher will answer the questions, and move on to the rest of the lesson.

Adaptations:
Instructional plans include:
evidence that plan is appropriate for the age, knowledge, and
interests of all learners; and
evidence that the plan provides regular opportunities to
accommodate individual student needs.

The teacher will tell students to help those around them that are struggling.
If there are still people that need help, then the teacher will help the students that
need it.
When the students are put into groups, the teacher will place students into groups
by putting higher achieving students with students that are struggling.

Lesson Structure and Pacing:

Assignments require students to:
organize, interpret, analyze, synthesize, and evaluate information
rather than reproduce it;
draw conclusions, make generalizations, and produce arguments that
are supported through extended writing; and connect what they are
learning to experiences, observations, feelings, or situations
significant in their daily lives, both inside and outside of school.

10:00- 10:05 Bell Ringer: Students will independently answer the questions on the
board. The students can use their books if needed.
10:05 10:15 The students will get into groups of two or three and discuss the
questions.
 10:15- 10:25- The teacher will tell the students to get back into their seats. Then the
teacher will ask the class the questions. If a group doesnt answer the question correctly,
then the teacher will allow one more group to answer. If that groups answers the question
incorrectly then the teacher will answer the question.
10:25 10:35 Students will take notes from reading the PowerPoint and from the
lecture.
10:35 10:50- The teacher will put students into groups of four. These groups will have
higher achieving students with lower achieving students. Each group will research the
impact of Pearl Harbor on the United States. These groups will write a one to two-page
essay on how Pearl Harbor changed the United States and its foreign policy. Each student
will contribute at least one paragraph to the essay and they will place their initials next to
it.
10:50 10:55- Closure: The teacher will ask the students questions regarding the
lecture. The teacher will also help those students that are struggling with the topic.

Anticipatory Set/Hook:

Students will look pictures of Pearl Harbor and the destruction. Students will also look at
Japanese airplanes and fighting style, particularly their use kamikaze pilots. Then the
teacher will ask the students questions about the war.

Connection to Prior Knowledge/Learning:

Instructional plans include:
activities, materials, and assessments that:
o build on prior student knowledge, are relevant to
students lives, and integrate other disciplines.
o provide appropriate time for student work,
student reflection, and lesson and unit closure;

Students read parts of the chapter and articles over the beginning of World War II before
class.
Students will need to be able to read, listen, and write effectively.
Students need to be able to work together cooperatively.
Students will need to know which side the United States was on during World War II.
Students need to know how to take efficient notes.

Modeling/Thinking Strategy:
 Students will practice higher order thinking skills, researching a specific topic, creating an
essay, collaborating with classmates, and analyzing data by creating an essay with specific
instructions.

Essential Questioning/Problem Solving:

How did World War II change the United States foreign policy?

Guiding Question: How did the attack on Pearl Harbor change the United States stance
on World War II?

o Students will research and explain how World War II changed the foreign
policy of the United States. Students will write a one to two-page essay. Each
member of the group much contribute at least one paragraph of information.

How do the world leaders during World War II impact the outcome of the War?
Guiding Question: How did Franklin Roosevelt impact the United States
involvement in World War II?
o With their groups they will discuss this idea orally and write down a few ides.
Then the teacher will ask the groups to share these ideas at the end of class.

Guided Practice:

During the bell ringer, the teacher will be walking around the room answering questions,
if the students have any, by pointing them in the right direction.
Students will create an essay by researching the topic given to them. The goal of the
activity is for students to learn the reasons behind the United States entering World War II
and for students to be able to compose an essay by analyzing and summarizing
information.

Formative Assessment:

The teacher will ask students questions throughout the lecture. This will allow the teacher
to receive immediate feedback on the students understanding of the material.
The teacher will also walk around the classroom while the students are in groups. During
this time the teacher will listen to each group discuss the material and check if they are on
task and on the right track.
 Assessment Plans:
are aligned with state content standards;
have clear measurement criteria;
measure student performance in more than three ways (e.g., in the form of a
project, experiment, presentation, essay, short answer, or multiple-choice
test);
require extended written tasks;
are portfolio-based with clear illustrations of student progress toward state
content standards; and
include descriptions of how assessment results will be used to inform future
instruction.

Summative Assessment Plan:

The assessment given for this lesson plan is the essay that the students are assigned. This
will be graded on content, grammar, participation, and
The PowerPoint will be graded through the prescribed rubric. The purpose of this
assignment was to have students work in groups and to create a PowerPoint for the first
time. Students will also self-assess on the rubric.

Closure:
Instructional plans include:
activities, materials, and assessments that:
o provide appropriate time for student work, student
reflection, and lesson and unit closure;

Students will write three statements about the lecture and turn it in as the leave.
This exit ticket will show if the students payed attention during the lecture.